NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ771930
Record Type: Journal
Publication Date: 2007
Pages: 20
Abstractor: Author
Reference Count: 69
ISSN: ISSN-0022-4871
Strategic Compromise: A Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate
Lloyd, Gwendolyn M.
Journal of Teacher Education, v58 n4 p328-347 2007
This report describes one preservice teacher's development of mathematics instruction during her student-teaching internship in a kindergarten classroom at a low-performing, urban elementary school. A framework of social strategies was used to describe the student teacher's use of strategic compromise as a way to deal with competing pressures and goals related to kindergarten mathematics instruction at her placement school. As she designed her mathematics instruction, she found ways of adapting to the school climate that allowed room for her own interests and goals, while also accepting some modifications to those interests and goals. The student teacher's resulting mixed instructional practice has implications for and raises questions about the preparation of teachers in the current high-stakes accountability climate in the United States. (Contains 1 table and 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Kindergarten
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001